Introduction to Hypothesis

2. HYPOTHESIS
• Is a formal tentative
statement of the
expected relationship
between two or more
variables under the
study.

3. • A hypothesIs helps to
translate the research
problem and objectives
into a prediction of the
expected results or
outcomes of the research
study.

4. • A clearly stated hypothesIs
includes the variables to be
manipulated or measured,
identifies the population to
be examined and indicates
the proposed outcome for
the study.

5. • The formulation of
hypothesis plays an
important role in the
theory building.

6. HYPOTHESIS CENTRAL TO
RESEARCH

7. DEFINITION
• “Hypothesis is a tentative
prediction or explanation of
the relationship between two
variables’ It implies that there
is a systematic relationship
between an independent and
dependent variable”.

8. • “Hypothesis is a shrewd guess or
inference that is formulated and
provisionally adopted to explain
observed facts or conditions and
to guide in further
investigations”
… GOOD &
HATT

9. IMPORTANCE OF
HYPOTHESIS
• Hypothesis enables the
researcher to objectively
investigate new areas of
discovery, thus helps in
theory building.

10. • Hypothesis provides
objectivity to the research
activity.
• Hypothesis provides
directions to conduct
research.

11. • Hypothesis provides clear
and specific goals to the
researchers. These goals
provide the investigator
with a basis for selecting
sample and research
procedures to meet the set
goals.

12. • Hypothesis provides a
link between theories
and actual practical
research.
• It serves as a bridge
between theory and
reality.

13. • A hypothesis suggests
the methodology to be
chosen to conduct the
study.
• It is a tentative statement of
the anticipated results, it
guides the researcher
towards the direction in

14. • It stimulates the thinking
process of the researcher a
the researcher forms the
hypotheses by anticipating
the outcome.
• It provides directions
about the methodology to
be chosen & techniques of

15. • Hypothesis provides an
understanding of the
researchers about what to
expect from the results of
the study.
• It serves as a
framework for drawing
conclusions of a

16. • Without a hypothesis a
research would be an
aimless wandering.

17. CHARATERISTICS
• A good hypothesis must be
written in declarative form
using present tense.
• It must contain variables,
population under study and
should be relevant to the
research problem &
objectives.

18. A GOOD HYPOTHESIS
1. CONCEPTUAL CLARITY.
2. EMPIRICAL REFERENTS.
3. OBJECTIVITY.
4.SPECIFICITY
.
5.RELEVANT.
6. TESTABILITY.

19. 7. CONSISTENCY.
8. SIMPLICITY.
9. AVAILABILITY OF TECHNIQUE.
10. PURPOSIVENESS.
11. VERIFIABILITY.
12. PROFOUNDITY OF EFFECTS.
13. ECONOMICAL.

20. CONCEPTUAL CLARITY
• A good hypothesis consists
of clearly defined and
understandable concepts.
• It is stated in a very clear
terms, the meaning and
implications of which cannot
be doubted.

21. EMPIRICAL REFERENTS
• A research must have an
ultimate empirical referent.
• No usable hypothesis can
embody moral judgments. A
good hypotheses must have
empirical basis from the area
of enquiry.

22. OBJECTIVITY
• Hypothesis must be
objective. (objectivity in
data collection, and should
be able to keep research
activity from researcher
value judgment.

23. SPECIFICITY
• A good research hypothesis
must be specific, not
general and should explain
the expected relations
between variables .
• ( E.g., Exercise and stress).

24. RELEVANT
• The hypothesis should be
relevant to the problem
and objectives under
enquiry.
• In addition hypothesis must
have relevance with a theory
under test in a research
process.

25. TESTABILITY
• Hypothesis should be
testable and should not
be a moral judgment.
• It should be directly or
indirectly measurable.

26. • It must be verifiable.
• E.g., a hypothesis such as
“bad parents produce bad
children”., cannot be
tested.

27. • A testable hypothesis clearly
states the manipulatable
independent variables and
measurable dependent
variables in specific
population which provides a
clear idea about an
interventional protocol and
whether it will be implemented
precisely and consistently as a
treatment in the study.

28. • A good hypothesis states
the causal link between
independent and dependent
variables, which is later
evaluated by using
inferential statistical tests.

29. CONSISTENCY
• A hypothesis should be
consistent with an existing
body of theories, research
findings and other
hypothesis.
• It should correspond with
existing knowledge.

30. SIMPLICITY
• A hypothesis should be
formulated in simple and
understandable terms.
• It should require fewer
conditions and assumptions.

31. AVAILABILITY OF
TECHNIQUE
• The researcher must ensure
that scientific methods are
available for testing their
proposed thesis.

32. PURPOSIVENESS
• The researcher must
formulate only purposeful
hypothesis.
• Purposiveness refers to the
relevance of hypothesis to
the research problem and
its objectives.

33. VERIFIABILITY
• A good hypothesis
should be verifiable in
practical terms.

34. PROFOUNDITY OF
EFFECT
• A good hypothesis should
have profound effect upon a
variety of research
variables.

35. ECONOMICAL
• The expenditure of
resources can be controlled
if the hypothesis underlying
the research that which is
undertaken is good.

36. SOURCES OF HYPOTHESIS
• Research
hypothesis are
generated from
a variety of
sources such
as theoretical
or conceptual
frameworks.

37. SOURCE-HYPOTHESIS
THEORITICAL
FRAMEWORK
PREVIOUS
RESEARCH
HYPOTHESIS -
SOURCE
ACADEMIC
LITERATURE
REAL LIFE
EXPERIENCES

38. THEORITICAL FRAMEWORK
Theoretical framework or
conceptual framework are
the most important sources
of hypothesis.

39. • Through a deductive approach
these hypothesis are drawn for
testing them.
• E.g., Pavlov’s theory – a
hypothesis can be drawn about
modification of behaviour.

40. DEDUCTIVE
REASONING

41. PREVIOUS RESEARCH
Findings or previous
research may be used
for framing the hypothesis
for a new study that have
an area of relevance.

42. REAL-LIFE EXPERIENCES
• Real life experiences may
contribute in the
formulation of hypothesis.

43. • Newton had life changing
experience of the falling of
an apple and formulated the
hypothesis that the earth
attracts all the mass towards
its center before generating
a law of gravity.

44. ACADEMIC LITERATURE
Academic literature is based
on formal theories, empirical
evidences, experiences,
observations and
conceptualizations of
academicians.

45. • These literatures may serve
as good source for
formulating hypothesis for
research studies.

46. TYPES
.

47. Descriptive Hypothesis
These are propositions, they described the
characteristics of a variable. The variable may
be an object, person, organisation, situation or
event. For ex. "The rate of unemployment
among arts graduates is higher than that of
commerce graduates".

48. Relational Hypothesis
These are propositions which describe the
relationship b/w two variables. The relation
suggested many be positive or negative for eg.
'Families with higher income spent more for
recreation'. 'Upper class people have more
children than lower class people'.

49. Common Sense Hypothesis
These represent the commonsense
ideas. They state the existence of
empirical uniformities received
through day to day observations.

50. Analytical Hypothesis
These are concerned with the relationship of
analytic variables. These hypothesis occurs
and the higher level of abstraction. It also
specifies the relationship
between changes in one variable and changes
in another.

51. False Hypothesis
A hypothesis which is bound to be
unsatisfactory when verified is called a false
hypothesis.

52. Barren Hypothesis
A hypothesis from which no consequences
can be deducted is called a Barren
Hypothesis. It is a hypothesis which cannot to
test. Ex. The child fell ill because a wicked
women's eye felt upon it.
This is a baseless hypothesis because it
cannot be verified.

53. SIMPLE/COMPLEX HYPOTHESIS
• SIMPLE HYPOTHESIS: It is a
statement which reflects the
relationship between two
variables.
• Usually between a DV and IV
• (E.g., low levels of hemoglobin &
risk of infection)

54. • COMPLEX HYPOTHESIS : It is a
statement which reflects the
relationship between more than
two variables.
• (E.g., satisfaction among patients
who are older & dwelling in rural
areas than those who are younger
& living in urban areas)

55. ASSOCIATIVE/CAUSAL
HYPOTHESIS
• ASSOCIATIVE HYPOTHESIS :
Reflects a relationship between
variables that occurs or exists in
natural settings without manipulation.
• This hypothesis is use in
correlational research studies.

56. • CAUSAL HYPOTHESIS : Predicts
the cause-and-effect relationship
between two or more dependent
and independent variables in
experimental or interventional
setting, where independent
variable is manipulated by
researcher to examine the effect
on dependent variable.

57. DIRECTIONAL/NON
DIRECTIONAL HYPOTHESIS
• DIRECTIONAL
HYPOTHESIS: Specifies not
only the existence, but also
the expected direction of
the relationship between
variables.

58. • E.g., There is a positive
experience between
years of teaching
experience and job
satisfaction among
teachers.

59. • NON DIRECTIONAL HYPOTHESIS :
Reflects the relationship
between two or more
variables, but it does not
specify the anticipated
direction and nature of
relationship such as positive
or negative.

60. • It indicates the existence of
relationship between the
variables.
• E.g., There is a relationship
between years of teaching
experience and job satisfaction
among teachers.

61. NULL/RESEARCH
HYPOTHESIS
• NULL HYPOTHESIS (Ho) : It
is also known as
STATITICAL HYPOTHESIS.
And is used for statistical
testing and interpretation of
statistical outcomes.

62. • It states the existence of
no relationship between
the independent and
dependent variable.
• E.g., There is no
relationship between
smoking and incidence of
lung cancer.

63. • RESEARCH HYPOTHESIS
(H1) : It states the
existence of relationship
between two or more
variables.
• E.g., There is relationship
between smoking and
incidence of lung cancer.